AUSTRALIAN INTERNATIONAL ACADEMY ANNUAL REPORT · 2017. 2. 14. · AIA ANNUAL REPORT 2015 5 | Page...

AUSTRALIAN INTERNATIONAL ACADEMY

ANNUAL REPORT

2015

ADVANCEMENT DETERMINATION FAITH

AIA ANNUAL REPORT 2015

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Table of Contents

ACADEMY VISION & MISSION STATEMENT _________________________________________________ 2

CONTEXTUAL INFORMATION ABOUT THE SCHOOL __________________________________________ 3

Governance ________________________________________________________________________ 4

BOARD CHAIRMAN __________________________________________________________________ 6

HEAD OF ACADEMY _________________________________________________________________ 7

HEAD OF MELBOURNE SENIOR CAMPUS _____________________________________________ 9

HEAD OF KING KHALID COBURG CAMPUS _________________________________________ 11

HEAD OF CAROLINE SPRINGS CAMPUS _____________________________________________ 13

COMMONWEALTH REPORTING REQUIREMENTS ___________________________________________ 16

COMMUNITY ENGAGEMENT ___________________________________________________ 17

STAFF ____________________________________________________________________________ 23

STAFF ATTENDANCE AND RETENTION ______________________________________________ 23

PROFESSIONAL ENGAGEMENT _____________________________________________________ 24

STAFF PROFESSIONAL DEVELOPMENT PROGRAMS AND ACTIVITIES ________________ 24

COLLABORATIVE PLANNING TEAMS (CPT’S) ________________________________________ 25

STAFF PROFESSIONAL APPRAISAL __________________________________________________ 26

2015 SPORTS ACHIEVEMENTS ___________________________________________________ 29

FINANCIAL REPORT _________________________________________________________________ 33


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ACADEMY VISION & MISSION STATEMENT ACADEMY VISION: The Academy Vision is to have graduates who are well prepared and self‐

motivated to advance Australia and to participate effectively as world citizens with Muslim

Values.

ACADEMY MISSION: Our aim is to provide quality education in a caring and supportive

Islamic environment. We encourage our students to aim for personal excellence and to

develop skills for independent learning and critical thinking.

We utilise a variety of programs to promote self‐esteem, self‐discipline, responsibility and

leadership. We aim to foster in our graduates an awareness of interdependence as

members of a multicultural community and the world and to develop in them a sense of

service as well as, a commitment to act with justice and compassion.


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CONTEXTUAL INFORMATION ABOUT THE SCHOOL

The Australian International Academy is the first registered full time Islamic day school

established in Australia. It commenced in 1983 as a primary school in Coburg, Melbourne with

an enrolment of 62 students in three composite classes. The primary school grew steadily over

the years and the need for a secondary component was realised in 1991 when our first years 7

& 8 classes commenced on the same site.

The steady growth of the school led to the need for physical expansion and the college

purchased several properties in Ross Street and on Sydney Road Melbourne, and in 1995

purchased a second campus at Merlynston Coburg, which houses the secondary school and

main administration building. In 2005, the College expanded internationally and opened a

campus in Abu Dhabi; and in June 2006, the AIA acquired its fourth campus in Sydney, Strathfield

and in 2013; a newly built campus in Kellyville, Sydney commenced operation. In the same year,

the Caroline Springs Campus, Melbourne, opened its doors to Prep to Year 7 students.

AIA is an IB World school offering the International Baccalaureate Middle Years Program (IB

MYP) for Junior High School students, and the IB Diploma Program for year 11 and 12, as well

as offering the local certificates VCE and/or HSC. The IB programme has a student centred

approach enabling students to develop important attributes and skills necessary for success at

all levels of education, while its focus on internationalism and community service allows

students to prepare themselves to be active, thinking, caring and involved world citizens.

The Australian International Academy is an Islamic school but accepts and welcomes students

from many cultures and religious backgrounds.

Whilst we are not a selective school, all our campuses promote the highest achievement in both

academics and spiritual life. Our curriculum provides children with a strong sense of community

and values through the incorporation of the International Baccalaureate program and religious

studies.

AIA is an incorporated association and is governed by a Board of Trustees and an Academy Board.

The Board of Trustees is responsible for the finances and the property management and sets

the strategic direction of the Academy and all its Campuses. The Academy Board is responsible

for overseeing the Campus’ management and its financial operation, the safety and welfare of

students and staff, and the education programs and the policies of the Campuses.

The Operational matters of the Campuses are delegated to the Academy Head (Director General

of the Academy) assisted by Campus Heads/Principals, School Heads and Assistant Heads. The

Board of Trustees meets four times each year or as many times as required. The Academy Board

meets on a monthly basis.


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Governance AIA is an incorporated association and is governed by a Board of Trustees and an

Academy Board. The Board of Trustees is responsible for the finances and the

property management and sets the strategic direction of the Academy and all its

Campuses. The Academy Board is responsible for overseeing the Campus

management and its financial operation, the safety and welfare of students and staff,

and the education programs and the policies of the Campuses.

The Operational matters of the Campuses are delegated to the Academy Head

(Director General of the Academy) assisted by Campus Heads, School Heads and

Assistant Heads.

MEMBERS OF THE BOARD OF TRUSTEES

Dr. Omar Lum President & Trustee

Dr. Amjad Hussain Trustee

Dr. Adnan Abdel Fattah Trustee

Mr. Salah Salman AM Secretary & Trustee

Mr. Adam Aydemir Trustee

The Board of Trustees meets four times each year or as many times as required.

MEMBERS OF THE CAMPUS BOARD IN 2015

Dr. Justin Brown Chairman

Mr. Tarek Elsawi Treasurer

Mr. Salah Salman AM Head of Academy & Secretary

Dr. Amjad Hussain Member

Mr. Nadeem Hussain Member

Ms. Fayzah Saleh Member

Mr. Salim Boyaci Member

Mr. Kenan Erdal Member

Mr. Abdulrahman Asaroglu Member

Mr. AbdulKarim Galea (ex officio) Member Head Melbourne Senior

Campus

Ms. Gafiah Dickinson Member & Islamic Schools Association

representative


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Ms. Leyla Mohamoud (ex officio) Member Head of King Khalid Coburg Campus

Mr. Kenan Erdal (ex officio) Member Head of Caroline Springs Campus

Ms. Mona Abdel Fattah (ex officio) Member Head of Strathfield Campus

The Campus Board and its Finance Committee meet seven times each year.

SCHOOL ADMINISTRATION

The Academy’s Melbourne Campuses are managed on a daily basis by the Academy

Senior Management Team, which includes the following members:

Mr. Salah Salman AM Academy Head

Mr. Abdul Karim Galea Head of Melbourne Senior Campus

Ms. Gafiah Dickinson Head of Senior School

Mr. Graham Marshall Assistant Head of Senior School

Ms. Sirin Sezer Head of Middle School

Ms. Michelle Shears Assistant Head of Middle School

Ms. Leyla Mohamoud Head of King Khalid Coburg Campus

Ms. Rabia Hussein Assistant Head of King Khalid Coburg Campus

Mr.Kenan Erdal Head of Caroline Springs Campus

Ms. Angela Florio Assistant Head of Caroline Springs Campus

Ms. Fayzah Saleh Senior Financial Manager

ASSOCIATIONS ISAA Islamic Schools Association of Australia

AIA is an active member of the Islamic Schools Association of Australia (ISAA) and

subscribes to the articles of the Islamic Schools Charter.

ISV Independent Schools Victoria

AIA is an active member of Independent Schools Victoria (ISV) and is involved in

numerous ISV programs including the National Partnerships Program, which is

administered by ISV.


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BOARD CHAIRMAN The year 2015 has seen developments in all AIA

campuses, especially the further expansion of the

new Kellyville Campus in Sydney and increasing

enrolments in all campuses.

This year the Board farewelled Mr. Abdul Karim

Galea noting his many years of service to the school

as a Board member, as well as his many

contributions to the school, which were celebrated

in a befitting manner at a school function held at

the Melbourne Senior Campus.

The role of the Board is to oversee the

management and administration of the AIA

Campuses in accordance with Commonwealth and State Government guidelines and to

develop a broad Islamic and general education to nurture students to become good

Australian citizens with Islamic spiritual values. The role of the Board members is first and

foremost to act in the interests of the school as a whole, not to represent and promote

the interests of particular groups. Board members are expected to maintain confidentiality

in respect to Board matters and discussions. Much has been achieved this year and the

Board will continue to operate in this way for the coming years for the benefit of the

Academy as a whole.

On behalf of the Board, I wish to congratulate the AIA school community for its

achievements throughout 2015.

Justin Brown

Board Chairman


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HEAD OF ACADEMY The School Year 2015 has been another good

year for the Academy, despite all the negative

external factors that affected Muslim

communities in Australia and overseas. Our

students in AIA Campuses have been guided

and nurtured to become proud Australian

Muslims, who will contribute effectively to the

building of their country Australia. Our

graduates are well prepared and self‐

motivated to advance Australia in the twenty

first century.

Crimes and radical actions do not belong to a

particular race or religion. In her visit to the Academy in October 2015, Ilyasah Shabazz,

the daughter of the late Malcolm X, stated the fact that such crimes and radical actions

could be carried out by Muslims, Christians, agnostics, and Jews, by people from

different genders and different ethnic backgrounds.

We should not forget that Australia is unique among all other countries in its

multicultural policies, tolerance and fair go approach. Such policies resonate in all

aspects of the Australian way of life. Over the years and since its inception, the Academy

and all its campuses have been receiving and enjoying the full support and assistance

from Government and non‐ Government sectors.

The emergence of radical and extremist groups in Iraq and Syria in the vacuum created

after the withdrawal of the foreign forces from Iraq, and the violent actions and the

atrocities committed by those groups have reflected badly on Muslims in different

countries. An atmosphere of anti‐Muslim sentiments developed in Australia and other

Western Countries. However, blaming Muslims for actions or crimes committed by those

radical groups is wrong and unjustifiable. Unfortunately, Islamophobia or the

misinterpretation of Islam and the threats of radicalization have become the symptoms

of this decade. However, such negative opinions and sentiments must not weaken our

resolve and affect our belief in our values and strength. Alhamdulillah, despite all these

negative challenges, the Academy and all its Campuses in Melbourne, Sydney and in the

UAE have been progressing very well in all areas.

The National Testing results NAPLAN, especially in the last three years, have confirmed

the Academy’s steady progress in many areas. In Melbourne, the results varied among

different Campuses, whereas at Caroline Springs Campus, 100% of students scored


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above the National Minimum Standards in all areas in Years 3 & 7, and 70% above the

N.M.S. At Melbourne Senior Campus students all D Classes scored 100% above the

National Minimum Standard in all areas. At Sydney Kellyville Campus, students in Years

3, 5, 7 & 9, in higher Bands, performed well above the State average in most areas. At

Strathfield Campus, the Growth Rate over the five‐year period is above the State average

in most areas.

Buildings & Physical Development:

The Caroline Springs Campus commenced with 95 students and is progressing very well and the number of students is increasing steadily, and that is due to the great support of our parent community.

At the King Khalid Coburg Campus, the new main entrance, Administration car park, and

the pedestrian walkway to the Office, which are controlled by electronic gates at Roger

Street, have been completed and are in operation.

‘As Head of the Academy, I congratulate all the members of the AIA community on a year

of sterling achievements and progress in 2015.’

Salah Salman AM

Head of the Academy


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HEAD OF MELBOURNE SENIOR CAMPUS As technology opens up borders and makes every part

of the world visible with a click of the mouse, there

has been an increasing tendency to compare

countries and peoples to try to understand what we

need to do to make better lives, a better country and

a better world. One thing that has been very clear is

that Australia ranks very high in any measure of good

fortune. Australia has been called the lucky country,

but it may be more appropriate to think of it as the

blessed country for, in just about any aspect of

wellbeing we wish to look at, we have indeed been

blessed by Allah Almighty.

In the recently published World Youth Wellbeing Index, Australia was number one in

Education, 2 in Health, 4 in Economic Opportunity, 5 in Safety & Security and 7 in IT access.

Our children are the most blessed in the entire world when it comes to educational

opportunity. Our children attend a very good school in the country that has the best

schools; an amazing blessing! One of the essential requirements for developing the kind

of motivation that is necessary to successfully exploit this amazing opportunity is to value

schooling. Obviously if we place little value on something, it is not worth a great deal to us

and we will not be able to make good use of it. This is especially true of education.

Allah Almighty has provided us and our children with this great blessing of educational

opportunity but do we value it or value it highly enough? Very often, those have the

smallest amount of something who put the highest value on it. It is easy for those who

have lots of it to take it for granted as if it is nothing special.

There are millions of children in the world who would love to swap places with any of our

children because they know what they lack and they understand the need to value

schooling if one is going to create opportunity for a better future.

Many children think this blessing is just the luck of where you are born but they do not see

that their good fortune is the result of choices made by their parents, often at great cost

to themselves, to leave their homes and families and to make sacrifices of their personal

wellbeing to help provide these opportunities. The blessings of Allah (SWT) often come

from hard work and sacrifice and there is no better example of this principle than the life

of the Prophet (PBUH). Opportunities can only be created through hard work and sacrifice


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(usually of personal comfort) and this requires motivation to provide the energy to keep

moving forward.

The best way to develop motivation is to put a high value on schooling and to value the

blessings provided to us. Allah Almighty has provided us the opportunities so we can fulfill

His plan for us to make a better life and a better world. We need to understand that if we

do not put in the hard work and self‐discipline to exploit these opportunities, they

disappear and come to nothing. Then it does not matter how blessed is our situation, we

will fall by the wayside. Being continually aware of Allah (SWT’s) bounties and every day

being thankful for having received them is one of the best ways to value these blessings,

as they should be valued. We hope and pray that we can fully realize how privileged we

are and strive at all times to utilize the opportunities these blessings provide to make a

better life for our families, our communities, our world and ourselves.

AbdulKarim Galea Head Melbourne Senior Campus


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HEAD OF KING KHALID COBURG CAMPUS POSITIVE APROACH TO TEACHING AND LEARNING

Positive psychology is the study of happiness.

Psychology traditionally focus on dysfunctional

people with mental illness or other psychological

problems. Positive psychology, by contrast, is a

relatively new field that examines how ordinary

people can be happier and more fulfilled. Positive

psychology is not about putting on a happy face all

the time. Life can be hard and disappointments and

challenges are inevitable. However, scientific

research has shown that there are some strategies

and skills that allow people to navigate the challenges of life more effectively and enjoy

life despite the upsets.

At AIA, we have been working on developing a positive school culture though many ways.

One effective way is the use of positive discipline when students do not conform to school

rules or are socially challenged. Another way is by incorporating quiet times at school for

students to develop mindfulness in their daily lives. Mindfulness means maintaining a

moment‐by‐moment awareness of our thoughts, feelings, bodily sensations, and the

surrounding environment. This help students and adults to focus, tune out distractions

and improves memory and attention skills. Mindlessness pervades much of human

activity. We act and interact automatically, without much thinking. Mindful attention to

the present moment can be developed though focus times and mindfulness based

activities. Through mindfulness, we can focus our perspective and sharpen our experience

of the present moment.

Mindfulness in the classroom reduces behaviour problems and aggression among

students, improves their happiness level, their ability to pay attention and creates a

positive environment.

In 2015, we saw tremendous improvements in the students’ social and emotional stability,

as well as their focus and problem‐solving skills that resulted in minimizing bullying and

other social challenges.

This academic year, we incorporated "positive education" formally into our school

community, with involving the entire staff. We see positive education as a whole school

initiative. In fact, the enthusiasm and the demand of the staff to get on board created the


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climate for moving ahead with this initiative. Staff members were trained in how to keep

themselves positive to create a complaint free environment at AIA.

Positive schools are defined as ones in which students experience predominantly high

levels of subjective well‐being in the form of positive emotions and attitudes towards

school. We will continue to engage in the process of helping students acquire core

competencies to recognise and manage emotions, set and achieve positive goals,

appreciate the viewpoints of others, establish and maintain positive relationships, make

responsible decisions and handle interpersonal situations constructively.

Ms. Leyla Mohamoud

Head of Primary Campus


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HEAD OF CAROLINE SPRINGS CAMPUS The AIA‐CSC is the newest and sixth campus, which opened its doors for new students from the beginning of 2014. It commenced classes from Prep to Year 7 with 85 students and we expect to have over 200 students in 2016. When we first started to plan and set up a new campus, our main objective was to think strategically so that the high standards set over 30 years of providing academic and Islamic education to thousands of students continued. I am pleased to say that we were able to meet our

objectives in a number of areas. Our student population has grown from our initial predicted numbers. We have selected teachers who are not only highly skilled, fully qualified and registered; but they are of good character and are dedicated to improving the learning outcomes of all students. Our teachers are regularly updated with developments in teaching, planning and delivering the curriculum drawn from the Australian Curriculum (ACARA) and the International Baccalaureate Primary and Middle Years programs. The Caroline Springs Campus now delivers comprehensive quality education in the following areas: Quran and Islamic Studies, English, Arabic language, Mathematics, Humanities, Sciences, Information Technology, Arts, Physical education and Sports. These areas of study are complemented by carefully planned and applied programs like Guided Reading, Thinking & Problem solving strategies, Research skills, Reciprocal Teaching, Reading Eggs Program, Art club, Library club and specialist sport coaching. We are also committed to and continue to provide extracurricular activities to students in Sports, Arts, excursions, lunchtime activities, Library programs and Leadership opportunities and daily prayers. It is important that we provide a positive, friendly learning environment where students feel safe and look forward to learning. This has included providing regular oral and written feedback to parents on the progress of their children and improved facilities by providing the latest IT equipment, latest literacy and numeracy resources, a new science laboratory, and air conditioning to all rooms. Overall, we have had a productive year. This was evident in student achievement in NAPLAN results where students from our campus were above the National averages in all sections of Literacy and Numeracy and either at or above the State averages in all areas. In some areas, 100% of our students were above the National averages.


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The overall achievement levels of our students, and some were excellent, would not have been possible without the important work done by teachers and parents. The success of any student or organisation depends on many factors. Therefore, I would like to thank all involved: especially, students, teachers and support staff, parents and guardians for their contribution and support to produce knowledgeable and skilled students with strategies and the conceptual understanding necessary to be competent learners.

I expect our students to continue the journey to become leading members of the world

community and contribute positively to advancement of humanity in general and

Australia in particular.

Mr. Kenan Erdal

Head of AIA Caroline Springs Campus


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COMMONWEALTH REPORTING REQUIREMENTS

STUDENT OUTCOMES—NAPLAN NATIONAL ASSESSMENT PROGRAM

STUDENT PERFORMING at or above THE NATIONAL BENCHMARKS

Reading Persuasive Writing

Spelling Grammar and Punctuation

Numeracy

Year 3

420407 ‐ 432 422410 ‐ 433 431419 ‐ 443 426412 ‐ 440 395383 – 406

SIM431422 – 440

ALL426 SIM425417 ‐ 433

ALL416 SIM414405 –422

ALL409 SIM436426 ‐ 446

ALL433 SIM405397 ‐ 413

ALL398

Year 5

480468 ‐ 493 488476 ‐ 500 508496 ‐ 520 499485 ‐ 512 477465 – 488

SIM503494 – 511

ALL499 SIM484475 ‐ 492

ALL478 SIM501493 –509

ALL498 SIM505496 ‐ 514

ALL503 SIM492484 ‐ 500

ALL493

Year 7

551540 ‐ 562 538526 ‐ 550 565554 ‐ 576 559547 ‐ 572 540530 – 551

SIM554547 – 562

ALL546 SIM521512 ‐ 529

ALL511 SIM556548 ‐ 564

ALL547 SIM552543 ‐ 560

ALL541 SIM552544 ‐ 560

ALL543

Year 9

597585 ‐ 610 571555 ‐ 588 597583 ‐ 610 581567 ‐ 595 581570 – 593

SIM587580 – 595

ALL580 SIM554545 ‐ 564

ALL547 SIM592584 ‐ 600

ALL583 SIM574566 ‐ 582

ALL568 SIM601594 ‐ 608

ALL592

Year 3 Reading Writing Spelling Grammar & Punctuation

Numeracy

100% 100% 94% 94% 88%


Numeracy

70% 100% 90% 90% 90%


Numeracy

98% 97% 96% 98% 99%


Numeracy

99% 92% 100% 96% 100%


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COMMUNITY ENGAGEMENT

AUSTRALIAN VALUES Australian International Academy is an Australian school and upholds the values

expressed in the Australian Government issued ‘Affirmation of Democratic Principles

and Practices’ which is published in many of our school publications including the

Website, the School Magazine and Newsletters. AIA is also a signatory and advocate for

the ‘Muslim Schools Charter’, which is an essential founding document of the Islamic

Schools Association of Australia (ISAA) to which AIA is a founding member and to which

it has contributed office bearers including the President. The school is also an active

member of the Independent Schools Association of Victoria (ISV) and works in many ISV

programs to improve the standards across the Independent school sector. AIA works

tirelessly to contribute to the common good as active Australian and Global citizens and

its work is recognized and acknowledged within all the forums in which it is active.

INTERNATIONAL BACCALAUREATE SCHOOL

AIA is an IB World School and offers the International Baccalaureate Program at all

levels: the Primary Years Program (PYP P – 5) the Middle Years Program (MYP 6 – 10)

and the IB Diploma Program at (Years 11‐12).

The IB Mission Statement states: ‘The International Baccalaureate aims to develop

inquiring, knowledgeable and caring young people who help to create a better and more

peaceful world through intercultural understanding and respect. To this end, the

organization works with schools, governments and international organizations to

develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active,

compassionate and lifelong learners who understand that other people, with their

differences, can also be right.’

The IB Programs’ focus on individual excellence and global perspectives inform AIA’s

educational programs and the values it seeks to impart to its students and community.

The IBO conducts a Review of all the schools’ programs every five years to ensure that

the high standards promulgated by the IB are maintained in its authorized schools. Our

staff and students maintain a large number of linkages with the local, Australian and


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world communities through the exemplification of the IB values through professional

learning and community engagement work.

SCHOOL BOARD The Board includes three elected Parent Representatives who provide feedback to the Board on parental concerns. The Board meets at least eight times each year and has at least one Annual General Meeting with the Trust. Parents may bring their concerns to the Board formally or informally through the Parent Representatives. The Parent Representatives endeavour to convey to the Board the feelings of the parental body on any matter under discussion in the way they see them. It is a strong priority for the Board to be sensitive and responsive to parent concerns. Parent Representatives generally report an overall good level of parent satisfaction with nearly all aspects of the schools’ operations. The Board also contains community and staff representatives.

PARENT INFORMATION SESSIONS Each of the three Campuses hold Information Sessions for Parents early in Term 1 to ensure parents are kept fully informed about the coming year’s programs for all their children. Programs are explained to parents and new initiatives are introduced and discussed. Parents are invited to express their specific concerns or queries and relevant staff endeavour to elaborate on, and discuss them. Guest presenters are invited to provide more detailed explanations for new or new‐to‐parent initiatives and programs. Parents are very positive and supportive of these sessions. The school also welcomes the sometimes‐robust discussion of policy details that might have been misunderstood or that might require reconsideration or fine‐tuning by the school.

One of the major aims of the Senior School sessions is to educate and inform parents

about the IB Diploma and VCE Programs so they might work with their children in

making informed choices in relation to course and subject selection. The school’s on‐

line course and subject selection process transfers the selection process from the

school to the home so the whole family can be involved.

Reports received at the end of Terms 1 and 3 are also specifically directed towards

parent/student/teacher interview and a pupil‐free day is scheduled to provide every

opportunity for all parents to see every teacher of each child. Interviews are

scheduled into the evening to provide for working parents and catch up interviews are

provided to ensure maximum availability. Interview take‐up rates exceed 90% for

every year level and parents generally report a high degree of satisfaction with the

process and with the opportunities for engagement with their children’s learning that

the interviews provide.

PORTFOLIO EXHIBITION WEEK


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As part of the assessment requirements for the IB MYP (Middle Years Program 6 – 10), all students prepare a Portfolio that displays the work for the year and forms a basis for assessment. At the end of the MYP, students complete a Personal Project of their own design, which forms part of their MYP assessment and which draws together some of the learning and skills developed through their MYP journey. The Portfolio Exhibition enables parents and the community to experience and understand something of the year’s learning journey and to see the variety and extent of the learning experiences engaged in by their children. Work produced by Year 12 students as part of their assessments is also put on display to present a comprehensive showcasing of the school year. The work on display is very impressive in its variety and quality. Parents who tour the Exhibition are visibly impressed and students (all of whom visit the Exhibition) are inspired to greater effort and creativity by the experience.

STUDENT LED CONFERENCES Year 5 is the final year of the IB PYP (Primary Years Program P – 5) and an important

component of the assessment at the completion of the PYP is the Student Led

Conference. Students produce a Portfolio of work that highlights their learning and

then invite their parents to a presentation of their Portfolio. After conducting their

parents through the Exhibition discussing the work on display, students sit in

conference with their parents to discuss their own work and the meaning it has for

them. Parents report being very pleased with the intimacy of this presentation and

the insight into their own child’s learning it provides. Students’ confidence and

competence in presenting their work is very impressive and most parents choose to

apply for their children to enter the IB Middle Years Program at the AIA Secondary

Campus in Year 6.

AIA’s Global Perspectives plays its part in assisting Australia’s relationships with its

near neighbors and works to raise educational standards within our region. AIA is also

participating in the Harvard University Project Zero Program and we hosted a visit by

two prominent American Educators as part of the school’s capacity building program

as well as providing a number of Senior Staff the opportunity to develop their

educational leadership.

AIA also works with the Independent Schools Victoria (ISV) and with the Islamic

Schools Association of Australia (ISAA) to improve the capacity of its teachers through

the provision of professional learning. As an active member of ISAA, AIA participates

in a number of conferences involving the whole of Australia’s Islamic Schools

community and it is an active member of the Victorian Islamic Schools cluster


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group, which seeks to ensure that the highest standards are set for all Islamic schools to follow. It is a signatory to the Muslim Schools Charter, which is an affirmation of democratic principles, and a commitment to multiculturalism and plurality in religions.

GALWAY ASSOCIATION AIA Melbourne Senior Campus is an active member of a group of regional Independent Faith‐based schools that engage students in a variety of cultural activities including Debating, Chess, Music, Theatre Sports, Maths Olympiad and Art. These schools include Aitken College, Braemar College, Gilson College, Hume Anglican Grammar, Ilim College, Sacred Heart College and Southern Cross Grammar. The Principals of the schools meet at least two times each year to plan activities and to consolidate relationships. Each school hosts an activity so that our students have an opportunity to visit a number of other schools and to engage with their students, as well as providing our students the opportunity to host visits from many schools.

STAFF ATTITUDES AIA staff have always been characterized by a high level of collegiality, which results in a high level of teamwork and mutual support. All teachers work within multiple Collaborative Planning Teams, which result in open classrooms and a culture of sharing. All Administration staff maintain an ‘open door’ policy and all personal and professional interactions are focused through the Strategic Priority that requires all ‘To foster positive outcomes in all interactions by promoting a prompt and caring response, good communication and a respectful manner’.

Many of our pre‐service teachers have applied for positions following time spent on

our staff as students and we now have a number of graduate students returning as

teachers. Visitors and guests all report warm support from our staff and the positive

atmosphere created by a high level of staff satisfaction is evident in student positivity

and friendliness. A very low teacher turnover rate and the high proportion of long

serving staff is also an important manifestation of high staff satisfaction. AIA

endeavours to maintain staff working conditions at above industry standards and

provides a career structure that result in high levels of staff satisfaction and

retention. A number of consultants are employed to assist us in our Staff Appraisal

Program acting as Chief Assessors. AIA also has close connections with all the

Universities and actively contributes to a number of their programs and research

projects. We also work with the University of Melbourne to support their pre‐service

teacher programme. We also participate in the University of Melbourne’s

Australian/Indonesian teacher exchange programme. Part of the programme

includes hosting groups of teachers visiting from Indonesia and they spend a whole

day in Melbourne schools. We accommodate one large group of 40 teachers for a


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day with our teachers, studying Australian teaching practices. In all cases, we receive very positive feedback following these visits.

STRATEGIC PRIORITIES The school has set four Strategic Priorities for the year including Priority 4 – ‘To ensure

improved student, parent and teacher satisfaction. ‘To foster positive outcomes in all

interactions by promoting a prompt and caring response, good communication and a

respectful manner.’ Staff are reminded of the Strategic Priorities at every Staff

Meeting and they appear at the top of every Staff Meeting Minutes that are

distributed to staff.

AIA ANNUAL REPORT

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AIA ANNUAL REPORT

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STAFF

STAFF QUALIFICATIONS All teachers must have current Registration with the Victorian Institute of Teachers

(VIT) and it is renewed annually. Teaching and non‐teaching staff have current police

checks and all non‐teaching staff have Working with Children checks. Staff are

provided with Anaphylaxis management training twice each year and First Aid training

and/or upgrades are provided annually. AlA teaching staff have a minimum three‐year

University Degree and a Teaching degree or diploma. At least 14 teachers have

Master’s Degree and three have Doctorates. A large number of staff have been

awarded or are studying towards a Graduate Diploma or graduate certificates in

various specialty areas. All staff engage in ongoing professional development and

attend courses, seminars and workshops on an on‐going basis to maintain their

professional skills.

STAFF ATTENDANCE AND RETENTION

Leave, Other Purpose Leave and Carer’s Leave taken by staff members at all campuses in 2015 averaged approximately 11 days. The combined teaching staff retention for the 2015 school year was approximately 94%. Staff turnover also included staff on Replacement Contracts who came to the end of their contract term.

ACADEMY ACADEMIC AFFAIRS COUNCIL (AAAC) The AAAC acts as a curriculum overseeing committee and its main function is to report on particular aspects of the school’s academic program. The AAAC consists of a small executive team and includes additional staff members as required. The AAAC engages in a planned process of ongoing internal review and self‐assessment and provides commendations and recommendations to help in the school improvement process. Evidence is collected through document reviews, focus groups, surveys and classroom visits. Full Council meetings consisting of the Academy’s school leadership team are held to summarise and review findings and discuss outcomes / observations arising from the reviews. AAAC team members are also required to conduct staff performance appraisals across the various campuses and serve to ensure that all staff move closer to a shared vision for staff performance.

STAFF PROFESSIONAL DEVELOPMENT PROGRAMS AND ACTIVITIES PROFESSIONAL LEARNING The Academy is committed to encouraging and supporting the continuing professional development of its staff. Staff members at AIA will undertake ongoing professional learning that contributes to increased expertise and improved practice with the goal

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of improving student‐learning outcomes. Teachers are responsible for determining their professional learning within the context of their professional career development needs, performance appraisal outcomes, and strategic priorities of the school. The school ensures the provision of Professional Development through the allocation of direct funding for staff to attend and participate in both internal and external professional development activities.

PROFESSIONAL ENGAGEMENT

Professional development activities at AIA are guided by the following general

principles:

o Demonstrate a focus on teacher growth and extending professional knowledge

o Develop a culture of collaboration and collective responsibility for the

development of effective teaching practices and improved student

achievement

o Participate in forms of professional development that assist in meeting agreed

individual and school needs and priorities

o Extend a teacher’s professional learning and capacity in relation to the

Australian Professional Standards for Teachers (APST)

o Professional development and learning is delivered through various modes,

both formal and informal. Examples of activities include:

o School‐based curriculum days, meetings, action‐research projects and trials

o Professional conferences, seminars, workshops and networks

o Collaborative planning and teaching

o Induction of all new teaching staff

o Performance data analysis

o Online learning and structured professional reading

o Peer and classroom observations

o Professional Learning Teams, faculty based learning

STAFF PROFESSIONAL DEVELOPMENT PROGRAMS AND ACTIVITIES

All staff are expected to participate in school‐based professional learning and

development activities. In 2015, staff were involved in a range of professional learning

activities including:

o Information sessions for all staff on building a whole‐school‐model of discipline

and behaviour management

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o A two day In‐school IB Workshop on Approaches to Learning (ATL) for all staff

(understanding rationale for ATL/definitions/framework; skills for effective

learning; ATL and self‐assessment; ATL and metacognition; ATL in the subject

groups/school‐wide; explicit and implicit teaching of ATL skills; Inquiry and ATL;

and ATL in the continuum)

o In‐service for all staff on Effective Teaching Practices in Inclusive Classrooms

o Team Building & Leadership Workshop: an experienced facilitator (Professor

Athman Bouguettaya from RMIT) encouraged and guided team members

through activities and discussions while they evaluate their effectiveness, and

defined their values as a group.

o Compass School Manager training for all staff (e.g. attendance and roll marking;

event planning; news feed and calendaring; using flags and kiosk function;

chronicle entry; adding reports; student well‐being data entry, etc.)

o In‐services for all staff on quality teaching strategies to support learners with

disabilities and special needs

o Other school‐based professional development information sessions and

workshops including: collaborative team focus on analysis and discussion of

school data; developing staff capacity to use data to inform teaching and

learning practices; improving student learning outcomes in English, particularly

in the area of writing; addressing mandatory Special Needs training

component for all staff, promoting a school‐wide growth mindset culture to

boost student motivation and achievement

o Building teacher‐capacity in the use of an online curriculum planning tool

(ATLAS) for ongoing faculty‐based curriculum review and development

o Facilitating Online IBDP and IBMYP professional development

programs/workshops in specific discipline areas

COLLABORATIVE PLANNING TEAMS (CPT’S)

Professional learning at AIA is largely undertaken through Collaborative Planning Teams. Every teacher is released from their classrooms for one period per week to attend CPT meetings where they are required to critically examine student performance in their learning area as well as their own practice. During these meetings, teachers are expected to focus collectively on student learning.

This can include planning and implementing new strategies, examining student

achievement and classroom data, examining student work, establishing shared norms

and instructional goals, and working together to modify strategies. The aim of CPTs is

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to enable teachers to pool their ideas, skills and knowledge and find ways to improve

learning and enhance student outcomes for all students at AIA.

STAFF PROFESSIONAL APPRAISAL

All Academy staff undergo performance appraisal every three years. A number of

experienced External Assessors are contracted to conduct a series of classroom

observations, review relevant documents and carry out performance Appraisals. A peer

assessor who will normally be the staff member’s coordinator‐ and a senior staff

member will also complete a rubric identical to that of the External Assessor.

Each Appraisal Form consists of a set of standards and seven‐point rating scale

designed to assess competency and performance in a number of teaching and

leadership areas including:

o Planning and Preparation

o Management of the Learning Process

o Assessment and Testing

o Professional Practice

o Leadership in Position of Responsibility (POR)

o Leadership in the Broader Framework of the Academy

Staff members are given an opportunity to present a professional portfolio and other

evidence relating to all aspects of the performance appraisal to the Senior Assessor.

Senior Assessors complete the assessment process and prepare a Feedback Report for

each candidate in consultation with the Academy Head.

The Staff Appraisal System has been designed to help staff identify their own areas of

strength, areas that need improvement, and areas that need immediate attention. Self‐

initiated and self‐directed learning is strongly encouraged to meet appraisal

recommendations. In some instances, staff may be directed to be re‐appraised in the

following year. The Appraisal Program works closely with, and complements the

Academy’s Staff Professional Development Program.

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STUDENTS’ REPRESENTATIVE COUNCIL (SRC’S)

The SRC is most active in charity fund‐raising and a large number of charity appeals have been supported including various Human Appeal International drives, cancer research, Royal Children’s Hospital Appeal, disaster relief and support for community appeals. Guest speakers are invited to address student assemblies, senior school forums and to participate in student events. The Captaincy Team try to ensure there is a lot of fun and interest in events organised to ensure student involvement.

VALUES AND HARMONY PROGRAMS Our Values and Harmony Programs promote Islamic values and interfaith harmony and seeks to help our students develop the value‐set that will help build harmony and understanding in Australia’s multicultural multi‐faith community. In the area of interfaith engagement, AIA hosted visits by students from Camberwell Girls Grammar, Korowa Anglican Girls School, The Friends School Tasmania, Mt Evelyn Christian School and King David School. The values program is directed mainly at our year 10 students so that all students progressing through our school have opportunities to interact meaningfully with a range of other faiths and cultures. Interfaith sessions focus on common experiences while looking at differences that helps to enrich our common humanity. Frequent interactions with the GALWAY schools and through sport, chess and debating programs gives large numbers of our students meaningful interaction with their peers in the wider Australian student community.

Celebration of special days and events such as Harmony Day, Multicultural Day, Red

Nose Day, World’s Greatest Shave, Children’s Hospital Appeal, Kidney Health Aware‐

ness, Cancer Council, Leukemia Foundation, Multiple Sclerosis Fundraiser, Human

Appeal International Appeals, Mercy Mission Appeals etc. provide a great variety of

charity and community service outlets while providing insight into the nature of

disadvantage and the development of empathy. A number of special programs also

provide value capacity‐building opportunities for our students ‐ the High Resolves

Program, National Youth Conference, the Youth Sustainability Summit and the Igniting

Dreams Program all contribute to the development of the foundation values that

exemplifies our Academy’s transformative vision.

TECHNOLOGY Wireless Broadband provision has been upgraded to enable wireless Internet and network access from all parts of the school. Every room has a wireless transmitter and a large download provision and fast access speeds means that all staff and students can work from any part of the school using any Wi‐Fi device. AIA has a ‘Bring Your Own Device’ BYOD Policy and all students from year 6 to year 12 work with a

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Wi‐Fi device, in most cases an iPad. All textbooks in years 7‐10 are electronic delivered so students do not need to carry large textbooks.

Most subjects have plentiful online resources that enhance their learning experience

and which are able to engage students according to their particular learning styles.

Every classroom has a digital projector connected to the school network and to the

internet, and many have digital white‐boards. All teacher resources are provided on the

school networks and the network handles all communication. Universally accessible

online functions include roll‐marking, access to student data, student assessment data,

daily and weekly bulletins, timetables, communications, Atlas online Curriculum maps,

student reports and reporting, student digital e‐planner (diary), digital newsletters and

the school information App.

GIRLS’ & BOYS’ ADVENTURE CLUBS

The Adventure Clubs provide values based leadership and personal development skills

training to our year 6 students using trained volunteers and many fun activities, all out

of school hours. Activities enjoyed by the Adventure Club members include ‘Clean up

Australia Day’, visiting Nursing Home residents, excursions including one to an indoor

trampoline park, scrap booking, card making, cooking, gardening, life‐skills workshops,

Iftars (Ramadan breaking the fast celebration), craft activities and fundraising. Our

young Adventurers really enjoy their journey of growing into confident, self‐respecting

and responsible future leaders.

COMMUNITY SERVICE

All students participate in Community Service as part of the curriculum throughout their years of schooling at AIA. All AIA campuses implement the IB Programs, and Community and Service is integral and necessary part of all IB programs. Community and Service develops in children a sense of responsibility to others and to the world in which they live and which they share. Our students mostly as extra‐curricular activities support a large number of charity appeals. Students also complete Personal Projects, which often have a community and service aspect to them. A number of visiting speakers address our students throughout the year, educating them to the needs of less fortunate members of the community who could benefit from our support.

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2015 SPORTS ACHIEVEMENTS

AIA has very strong sports and physical education programs to ensure students develop healthy bodies and healthy life habits and attitudes. Students are provided with a very wide range of sports experiences throughout the years of schooling to provide opportunities to explore personal capabilities and preferences.

AIA FINALIST IN ‘INSIDE SPORT’ MAGAZINE AND CAS (CONFDERATION OF AUSRALIAN SPORT) BEST EDUCATION PROGRAM – SPORTS Inside Sport magazine seeks to find the home of the best sporting education in the country and reward that school, college or university for the outstanding quality of their sporting program. Late last year, AIA PE/Sports Department was a finalist in this prestigious award up against four other schools across the country out of approximately 500 entries. The finals were left to an online vote.

GILLON MACLACHLAN (AFL CEO) VISITS AIA FOR AFL DIVERSITY UMPIRES & MEDIA LAUNCH The AFL Diversity Umpire Academy Launch was an event that aimed to promote the Umpires Academy that is run at the senior campus. Significant guests attended, as well as parents in the school community. The idea of these academies is to introduce people from Multi Cultural Backgrounds into umpiring; giving them a 10‐week course in umpiring basics and then linking them with a local umpiring group. For example, AIA was linked with Essendon District Football League after they went through the course. Five of the participants ended up umpiring on the weekends.

Guests: Gillon McLachlan (AFL CEO)

Peter Scanlon (Scanlon Foundation – Head of the Scanlon Foundation. Former original

AFL Commissioner 1985‐92.

David Rodan (former Richmond, Port Adelaide and Melbourne player)

Andrew Carazzo (former AFL player)

Rowan Sawyers (former VFL/AFL Grand Final Umpire)

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AFL Umpiring Department

‐ Neville Nash AFL Victoria Umpiring Development

‐ Wayne Campbell Umpiring Development

‐ Mark Volich (EDFL Umpiring Coordinator)

Also present were media outlets such as Channel 10, Fox news and The Age Newspaper

AIA STUDENT SELECTED TO UMPIRE AFL NATIONAL DIVERSITY CHAMPIONSHIPS 2016 TOWNSVILLE The National Diversity Championships encompass the National U15 Kickstart and the National U15 All Nations Cup. The 2016 National Diversity Championships were held at the Tony Ireland Stadium in Townsville from 3rd to 8th of April. The Diversity Championships is a pathway for Diversity Programs; it provides talented participants for Flying Boomerangs and World Team squads, umpires for AFL umpiring academies, which is a unique opportunity to strengthen the game with people from culturally diverse backgrounds. The Championships saw over 200 participants from Indigenous and Multicultural backgrounds come together and compete. Habib was one of sixteen aspiring umpires selected to officiate at the matches. Approximately two umpires were selected from each state across Australia. A fantastic achievement for Habib and AIA.

AFL IFTAR NIGHT Wednesday, June 22nd, the Head of Health, Physical Education and Sport Coordinator Mr. Adam Nahal, School Captains Sarah Baarini and Nada Obeid, along with their family and sport coordinators from other Islamic Colleges attended the AFL Iftar at the MCG. Many significant guests from the AFL attended. It was a successful evening with Bachar Houli also attending to promote the Bachar Houli Academy and Cup 2016.

AIA STUDENT

Late last year, AIA Diversity Umpire, Habib Khalif was selected by the AFL to umpire Auskick half time at the Toyota AFL Grand Final. One umpire from each state across Australia was selected.

ANNUAL ISLAMIC SCHOOLS SPORTS CARNIVAL

Early in Term 2, Academy year 8/9 boys’ and girls’ basketball teams competed in the Islamic Schools Sports Carnivals. Both teams were successful on the day taking out the cups finishing in first place.

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Girls’ Futsal also performed well, finishing in first place. Overall, AIA were crowned Carnival champions for the fifth consecutive year. The carnival had nine schools competing, including two from NSW.

SSV COBURG DISTRICT – GRADE 6 Term 1 saw the involvement of Grade 6 students competing in: Basketball, Bat Tennis and Softball. The students showed great improvement from round one to five across all sports. The highlight was that both boys’ and girls’ basketball teams finished first to take out the District pennant. Term 2 saw the involvement of Grade 6 students competing in: Boys’ football, girls’ soccer, boys’ soccer and girls’ netball. The highlight was that the boys football finishing third, netball second and girls’ soccer, third. The competition was tough, with eleven schools across the Coburg District competing.

INTER SCHOOL SPORTS RESULTS 2016

SSV MORELAND DIVIVISON & COBURG DISTRICT 6 – 10

Term 1 Summer Sports:

Grade 6 Girls Basketball 1st place

Grade 6 Boys Basketball 1st place

Term 2 Winter Sports:

Grade 6 Boys Football 3rd place

Grade 6 Girls Netball 2nd place

Year 7 Boys Football 2nd place

Year 8 Boys Football 1st place

Term 3 Winter Sports (2015)

Year 8 Boys SSV Northern Metropolitan Region Finals 3rd place

Year 7 Boys Futsal 2nd place

Year 8 Boys Futsal 2nd place

Year 7/8 Boys Bachar Houli Cup 2nd place

Year 7 Boys Basketball 2nd place

Year 8 Boys Basketball 1st place

Year 9/10 Boys Basketball 1st place

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Year 9/10 Girls Basketball 2nd place

ISLAMIC SCHOOLS SPORTS CARNIVAL YEAR 8/9 ‐ Carnival Champions AIA

Year 8/9 Girls Basketball 1st place

Year 8/9 Boys Basketball 1st place

Year 8/9 Girls Futsal 1st place

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FINANCIAL REPORT

I would like to start this report by thanking the AIA

staff for their commitment to their role and their

approach to parents, students and the wider

community.

Once again, the Board is satisfied that the AIA

financial performance remains in good shape, thus

providing it with the confidence to target and

achieve optimum results.

In the 2015 School Year, the team at AIA focused on

delivering value for the community, through both hands‐on policies and portfolio

management.

All reports for Melbourne Schools includes the three campuses namely King Khalid

Coburg Campus, Melbourne Senior Campus and Caroline Springs Campus.

However, the new Campus at Caroline Springs is a small campus, the enrolment

increased by 40% in 2015 for the following year.

It was a challenging year for the Academy. However, with the support of all staff, parents

and volunteers we find overcoming any issue to be easy.

As head of the Finance Department, I am pleased to report a strong set of results. Our

aim is to provide financial viability and sustainability to serve and provide our students

with the best staff and learning tools. AIA achieves this by following practical guidelines,

key performance indicators, and having the Academy's finances reviewed by external

bodies.

Fayzah Saleh Senior Financial Manager

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The graph below displays income for the year ended 31 December 2015

INCOME

The graph below displays expenditure for the year ended 31 December 2015

EXPENDITURE

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MELBOURNE ENROLMENT & REGISTRATION

AIA

MANAGED TO INVEST IN CAPITAL AS FOLLOWS Australian International Academy in partnership with Moreland City Council was in the process of establishing an ANZAC Memorial Garden adjacent to the Senior Campus. This project was planned to include a plaque of remembrance and a walkway joining Bakers Road and Sheppard Street with appropriate landscaping.

In 2015, AIA started the primary groundwork and the design for an ANZAC Memorial

Garden. The school received $15,000 grant from State Government. The project cost

was over this budget by approximately $250,000. Due to financial pressure of the

school, the management considered cancellation of the project.

Senior Campus Administration Office Upgraded at the cost of $300,791

Computer equipment for the benefit of our students to the tune of $304,155

Various upgrades and furniture for our campuses $146,835

Purchase of 24 Seat Mitsubishi Model School Bus

Fencing of Primary Campus car park

New Adventure Playground for the Caroline Springs Campus $30,094

CURRENT PROJECTS AIA is in the process of developing a quality car park for staff at Ross Street. Approximate cost for this project will be in excess of $250,000.

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